An exploration of teacher leadership : a case study in a Namibian urban primary school
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
Presentation and representation of environmental problems and problem-solving methods and processes in the Grade 10 Geography syllabus: a Namibian case study
- Authors: Zokka, Herman Kankara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2074 , http://hdl.handle.net/10962/d1021253
- Description: Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
- Full Text:
- Date Issued: 2016
- Authors: Zokka, Herman Kankara
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2074 , http://hdl.handle.net/10962/d1021253
- Description: Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
- Full Text:
- Date Issued: 2016
Attempts to improve the teaching of English by Black teachers in selected areas of the Eastern Cape and the Transkei, through educational workshops and resource materials
- Authors: Ziskovsky, Lorraine
- Date: 1986
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Education -- South Africa Teaching -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1410 , http://hdl.handle.net/10962/d1003060
- Description: This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
- Full Text:
- Date Issued: 1986
- Authors: Ziskovsky, Lorraine
- Date: 1986
- Subjects: English language -- Study and teaching -- South Africa -- Foreign speakers Education -- South Africa Teaching -- Aids and devices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1410 , http://hdl.handle.net/10962/d1003060
- Description: This action research study covers the period November 1983 to August 1985, and is an ethnographic account of what started as a small-scale attempt to assist black teachers of English at the Standard 6, 7 and 8 level, in Grahamstown. During this period, the writer was employed by the South African Council for Higher Education's Grahamstown branch as a part- time English tutor of black and coloured teachers engaged in private study for the Joint Matriculation Board and UNISA. It was under Sached's aegis that the project started, with the writer holding the belief that poor matriculation examination results obtained by blacks were at least partially caused by poor English language communication skills. It was hoped that assistance to black teachers of English as a second language (ESL) at the chosen level (Standards 6, 7 and 8) would be of some help in freeing black students from the necessity of having to achieve academically and linguistically at the same time, in Standards 9 and 10.
- Full Text:
- Date Issued: 1986
Managing an inclusive school: a case study of a pilot school in Swaziland
- Authors: Zimba, Zondani
- Date: 2012
- Subjects: Inclusive education -- Swaziland -- Mbabane Special education -- Swaziland -- Mbabane Learning disabled children -- Education -- Swaziland -- Mbabane Students with disabilities -- Swaziland -- Mbabane School management and organization -- Swaziland -- Mbabane
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1669 , http://hdl.handle.net/10962/d1003552
- Description: Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
- Full Text:
- Date Issued: 2012
- Authors: Zimba, Zondani
- Date: 2012
- Subjects: Inclusive education -- Swaziland -- Mbabane Special education -- Swaziland -- Mbabane Learning disabled children -- Education -- Swaziland -- Mbabane Students with disabilities -- Swaziland -- Mbabane School management and organization -- Swaziland -- Mbabane
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1669 , http://hdl.handle.net/10962/d1003552
- Description: Inclusive Education (IE) reflects the values, ethos, and culture of an education system committed to excellence by promoting education opportunities for all learners. IE is about building a more just society and ensuring the right to education for all learners regardless of their individual characteristics or difficulties (UNESCO: 2007). The kingdom of Swaziland has committed itself to high quality basic education which provides equal opportunities for all children and youth. This is evident in the Swaziland National Constitution (2006). To promote Education for All (EFA) as stated in the constitution, an IE Policy has been developed and a draft policy is in place. The programme has been operational since 2006. There are nine pilot schools and four teachers from each school who have been trained on how to handle pupils with disabilities. The programme will be rolled out to 608 primary schools by 2015. In this research, the goal was to investigate how a School Management Board responds to the challenges of managing an Inclusive School. This research is a qualitative interpretive case study based in one of the pilot schools in Mbabane in Swaziland. The study used document analysis, semi‐structured interviews and focus groups to collect data. The study revealed that the school has done much in accommodating IE as there are changes in management structures and approaches, organizational culture and operating procedures. On the other hand, there are still significant challenges such as a lack of knowledge of inclusion and negativity on the part of learners and parents. Other challenges include inadequate training for educators and lack of suitable infrastructure. The study concludes by recommending improved staff development programmes, infrastructure upgrades, acquiring appropriate teaching and learning resources and employing multidisciplinary personnel.
- Full Text:
- Date Issued: 2012
Representation and use of indigenous heritage constructs : implications for the quality and relevance of heritage education in post colonial southern Africa
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
- Authors: Zazu, Cryton
- Date: 2013
- Subjects: Albany Museum (Grahamstown, South Africa) Cultural property -- Conservation and restoration -- Research -- Africa, Southern Great Zimbabwe (Extinct city) Indigenous peoples -- Material culture -- Africa, Southern Anthropological museums and collections -- Management -- Research -- Africa, Southern Cultural property -- Management -- Research Ethnoscience -- Study and teaching -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1407 , http://hdl.handle.net/10962/d1002015
- Description: This study explores representation and use of indigenous heritage constructs with a view to identifying implications thereof for the quality and relevance of heritage education practices in post colonial southern Africa. Framed within a critical hermeneutic research paradigm under-laboured by critical realist ontology, the study was conducted using a multiple case study research design. The data collection protocol was three-phased, starting with a process of contextual profiling, within which insights were gained into discourses shaping the constitution and orientation of heritage education practices at the Albany Museum in South Africa, the Great Zimbabwe Monument in Zimbabwe and the Supa Ngwao Museum in Botswana. The second phase of data collection entailed modelling workshops in which educators engaged in discussion around the status of heritage education in post apartheid South Africa. This highlighted, through modelled lessons, some of the tensions, challenges and implications for working with notions of social transformation and inclusivity in heritage education. The third phase of data collection involved in-depth interviews. Twelve purposively selected research participants were interviewed between 2010 and 2011. Data generated across the study was processed and subjected to different levels of critical discourse analysis. Besides noting how heritage education in post colonial southern Africa is poorly framed and under-researched, this study revealed that current forms of representing indigenous heritage constructs are influenced more by socio-political discourses than the need to protect and conserve local heritage resources. The study also noted that the observed heritage education practices are oriented more towards addressing issues related to marginalisation and alienation of indigenous cultures and practices, than enhancing learners’ agency to manage and utilise local heritage resources in a more sustainable ways. Based on these findings the study recommends re-positioning heritage education within the framework of Education for Sustainable Development (ESD). ESD acknowledges both issues of social justice and the dialectical interplay between nature and culture; as such, it may allow for representation and use of indigenous heritage constructs in ways that expand current political orientations to include sustainability as an additional objective of heritage education. Given that little research focusing on heritage education has been undertaken within southern Africa, the findings of this study provide a basis upon which future research may emerge.
- Full Text:
- Date Issued: 2013
Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
- Authors: Zazu, Cryton
- Date: 2007
- Subjects: Sebekwane Environmental Education programme Ethnoscience -- Study and teaching -- Zimbabwe Environmental education -- Zimbabwe Mainstreaming in education -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1540 , http://hdl.handle.net/10962/d1003422
- Description: The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.
- Full Text:
- Date Issued: 2007
A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province
- Authors: Yoyo, Sindiswa
- Date: 2018
- Subjects: Life skills Study and teaching (Continuing education) South Africa Eastern Cape , Environmental education Curricula South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Curriculum change South Africa Eastern Cape , Teachers Education (Continuing education) South Africa Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61767 , vital:28057
- Description: This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.
- Full Text:
- Date Issued: 2018
- Authors: Yoyo, Sindiswa
- Date: 2018
- Subjects: Life skills Study and teaching (Continuing education) South Africa Eastern Cape , Environmental education Curricula South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Curriculum change South Africa Eastern Cape , Teachers Education (Continuing education) South Africa Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61767 , vital:28057
- Description: This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was centred on training manuals for Life Skills (Official Recontextualisation Field) and their use in CAPS training at district level in two Eastern Cape sites of recontextualisation (Professional Recontextualisation Field). During the training, teachers developed lesson plans that were reviewed and group interviews were conducted on the training process and its outcomes. The manuals, training process, lesson plans and interview transcripts were analysed for evidence of environmental education, notably content, teaching and learning methods and assessment strategies. Bernstein’s (1990) framework of the pedagogic device underpins this study. Here the concept of the relay is key for tracking the "relay” of the content, teaching and learning methods and assessment strategies through the processes of recontextualisation into the lesson plans for the field of production. During the process of de-location and relocation, gaps are created and this study sought to track and probe patterns of omissions that took place during the relay process in two cases of training. The review of the in-service training course process of recontextualisation and its cascading approach exposed challenges of omission as it became clear that at each level of the recontextualisation process, gaps were apparent. The study highlighted how the 3-5 day workshop process reviewed was not a robust model for professional development. It was not effective and changes in the mode of delivery and processes of support that reach into curriculum practice in the context of the school are recommended. The study concludes that there is a need for continuous professional development as teachers need ongoing support especially for a "new” curriculum like CAPS that is content driven.
- Full Text:
- Date Issued: 2018
Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study
- Authors: Xipu, Bukelwa
- Date: 2012
- Subjects: Science -- Study and teaching (Secondary) Science -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Chemical reactions Science teachers -- South Africa -- Eastern Cape Science teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1631 , http://hdl.handle.net/10962/d1003513
- Description: This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.
- Full Text:
- Date Issued: 2012
- Authors: Xipu, Bukelwa
- Date: 2012
- Subjects: Science -- Study and teaching (Secondary) Science -- Study and teaching (Secondary) -- South Africa -- Eastern Cape Chemical reactions Science teachers -- South Africa -- Eastern Cape Science teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1631 , http://hdl.handle.net/10962/d1003513
- Description: This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.
- Full Text:
- Date Issued: 2012
A review of lessons learned to inform capacity-building for sustainable nature-based tourism development in the European Union funded ʺSupport to the Wild Coast Spatial Development Initiative Pilot Programmeʺ
- Authors: Wright, Brian Bradley
- Date: 2006
- Subjects: Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1744 , http://hdl.handle.net/10962/d1003628 , Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Description: This case-study establishes the influences of power-knowledge relationships on capacity-building for sustainability in the European Union Funded ‘Wild Coast Spatial Development Initiative Pilot Programme’ (EU Programme). It aims to capture the lessons learned for capacitybuilding to support nature-based tourism initiatives on the Wild Coast. The EU Programme aimed to achieve economic and social development of previously disadvantaged communities through nature-based tourism enterprises, and to develop capacity of local authorities and communities to support environmental management. The study discusses common trends in thematic categories emerging from the research data, and contextualises research findings in a broader development landscape. This study indicates that power-knowledge relations were reflected in the EU Programme’s development ideology by an exclusionary development approach, which lacked a participatory ethos. This exclusionary approach did not support an enabling environment for capacity-building. This development approach, guiding the programme conceptualization, design and implementation processes, resulted in a programme with unrealistic objectives, time-frames and resource allocations; a programme resisted by provincial and local government. The study provides a causal link between participation, programme relevance, programme ownership, commitment of stakeholders, effective management and capacity-building for sustainable programme implementation. The study argues that the underlying motivation for the exclusionary EU development ideology in the programme is driven by a risk management strategy. This approach allows the EU to hold power in the development process, whereas, an inclusionary participative development methodology would require a more in-depth negotiation with stakeholders, thereby requiring the EU to relinquish existing levels of power and control. This may increase the risk of an unexpected programme design outcome and associated exposure to financial risk. It may also have a significant financial effect on donor countries' consultancies and consultants currently driving the development industry. This study recommends an interactive-participative methodology for programme design and implementation, if an enabling environment for capacity-building is to be created. In addition, all programme stakeholders must share contractual accountability for programme outcomes. This requires a paradigm shift in the EU development ideology to an inclusionary methodology. However, this research suggests that the current EU development approach will not voluntarily change. I, therefore, argue that South Africa needs to develop a legislative framework that will guide donor-funded development programme methodology, to support an enabling environment for capacity-building.
- Full Text:
- Date Issued: 2006
- Authors: Wright, Brian Bradley
- Date: 2006
- Subjects: Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1744 , http://hdl.handle.net/10962/d1003628 , Wild Coast Spatial Development Initiative Pilot Programme , Sustainable development -- South Africa -- Eastern Cape -- Citizen participation , Sustainable development -- Environmental aspects -- South Africa -- Eastern Cape , Conservation and natural resources -- South Africa -- Eastern Cape , Natural resources -- Management -- South Africa -- Eastern Cape , Natural resources -- Management -- International cooperation , Rural development -- South Africa -- Eastern Cape , Eastern Cape (South Africa) -- Economic development , South Africa -- Foreign economic relations -- European Union countries , European Union countries -- Foreign economic relations -- South Africa , Ecotourism -- South Africa -- Eastern Cape -- Citizen participation , Tourism -- Environmental aspects -- South Africa -- Eastern Cape
- Description: This case-study establishes the influences of power-knowledge relationships on capacity-building for sustainability in the European Union Funded ‘Wild Coast Spatial Development Initiative Pilot Programme’ (EU Programme). It aims to capture the lessons learned for capacitybuilding to support nature-based tourism initiatives on the Wild Coast. The EU Programme aimed to achieve economic and social development of previously disadvantaged communities through nature-based tourism enterprises, and to develop capacity of local authorities and communities to support environmental management. The study discusses common trends in thematic categories emerging from the research data, and contextualises research findings in a broader development landscape. This study indicates that power-knowledge relations were reflected in the EU Programme’s development ideology by an exclusionary development approach, which lacked a participatory ethos. This exclusionary approach did not support an enabling environment for capacity-building. This development approach, guiding the programme conceptualization, design and implementation processes, resulted in a programme with unrealistic objectives, time-frames and resource allocations; a programme resisted by provincial and local government. The study provides a causal link between participation, programme relevance, programme ownership, commitment of stakeholders, effective management and capacity-building for sustainable programme implementation. The study argues that the underlying motivation for the exclusionary EU development ideology in the programme is driven by a risk management strategy. This approach allows the EU to hold power in the development process, whereas, an inclusionary participative development methodology would require a more in-depth negotiation with stakeholders, thereby requiring the EU to relinquish existing levels of power and control. This may increase the risk of an unexpected programme design outcome and associated exposure to financial risk. It may also have a significant financial effect on donor countries' consultancies and consultants currently driving the development industry. This study recommends an interactive-participative methodology for programme design and implementation, if an enabling environment for capacity-building is to be created. In addition, all programme stakeholders must share contractual accountability for programme outcomes. This requires a paradigm shift in the EU development ideology to an inclusionary methodology. However, this research suggests that the current EU development approach will not voluntarily change. I, therefore, argue that South Africa needs to develop a legislative framework that will guide donor-funded development programme methodology, to support an enabling environment for capacity-building.
- Full Text:
- Date Issued: 2006
Hearing silenced voices: a learning-centred approach to sustainable land rehabilitation and natural resource management
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
The teaching of ecology in schools: a literature review
- Authors: Wiredu, Christopher Agyei
- Date: 2002
- Subjects: Environmental education Teachers -- In-service training -- South Africa Science -- Study and teaching -- South Africa Ecology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1413 , http://hdl.handle.net/10962/d1003134
- Description: Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.
- Full Text:
- Date Issued: 2002
- Authors: Wiredu, Christopher Agyei
- Date: 2002
- Subjects: Environmental education Teachers -- In-service training -- South Africa Science -- Study and teaching -- South Africa Ecology -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1413 , http://hdl.handle.net/10962/d1003134
- Description: Project 1: This is a literature review on the teaching of ecology in South African schools. The importance of ecology education in the school curriculum is well reported. It is also reported that in spite of the apparent importance of the subject, not much ecology is taught or learned in schools. This report examines what ecology is supposed to be about and the challenges that confront its teaching. The approaches to teaching the subject are also discussed. It would seem that if teachers focus on teaching ecological concepts using constructivist teaching/learning strategies, students might be helped to learn ecology meaningfully. Project 2: 'Constructing eco-concepts' is a case study that reports the effects of a module whose design was informed by social constructivist ideas on the understanding of selected ecological concepts by college students. Social constructivism as a philosophy of learning has gained increasing attention in science education in recent times and yet the approach is so alien to so many. Many teachers still teach by the traditional teacher-centred approaches. This research project reports the conceptual change of students after undertaking the module. It also reports the students' perceptions about the teaching/learning strategies employed in the module. It would seem that the social constructivist strategies used in the module assisted the students to improve their frameworks of ecological concepts. Data also tend to reveal that the students enjoyed the approach to learning and had positive views about the social constructivist teaching/learning approach. Project 3: With the advent of the new curriculum framework for South Africa, the outcomes based curriculum, it would seem that teachers could no longer approach teaching by the traditional transmission methods. Colleges of education have been criticised for producing teachers who do not seem to be adequately prepared for their job. Presently, the argument seems to be that teachers would need in-service education on a wide scale and the colleges of education would seem to be important in-service teacher education centres. This research, using case study methodology, investigated the potential of one of the colleges of education to become an in-service teacher education institution based on its physical and human resources.
- Full Text:
- Date Issued: 2002
Graphicacy as a form of communication in the primary school
- Authors: Wilmot, Pamela Dianne
- Date: 1998
- Subjects: School children -- South Africa Visual communication Perception in children Visual literacy Pictures
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1551 , http://hdl.handle.net/10962/d1003433
- Description: Children of today inhabit a multi-dimensional world, and in order to communicate effectively in it, they need the ability to utilise four forms of communication namely, oracy, literacy, numeracy and graphicacy. Communicating in graphic form requires an ability to both encode and decode spatial information using symbols, which requires the utilisation and application of spatial perceptual skills and concepts. The acquisition of graphic skills has been influenced by traditional developmental perspectives; increasingly the assumptions underpinning these have been challenged by more recent international research findings. The draft Curriculum Framework for General and Further Education and Training (1996: 18) identifies graphic literacy as one of the critical outcomes of the new South African curriculum. For graphic literacy to be an achievable outcome of the new curriculum, we need to investigate the skills and concepts underpinning this form of communication. The goal of this research is to investigate graphicacy as a form of communication in South African primary schools. However, given the scope of a research project of this nature, it was decided that rather than dealing with graphicacy per se, pictures as the most frequent and concrete type of graphic communication encountered by young learners would be focused on. In seeking to investigate pictures, the first stage of the study is concerned with diagnosing and illuminating children's graphic skill development through identifying: what skills they use; how they use and apply these when communicating through and interpreting symbols; and the difficulties they experience when, firstly, encoding spatial information through a series of practical and drawing tasks; and secondly, when reading and interpreting pictures. The second stage of the study investigates the extent to which children's early childhood experiences may or may not have impeded or enhanced the acquisition of skills necessary for understanding and communicating about space. The research findings, evaluated according to existing and emerging theoretical perspectives on graphicacy, will help to illuminate the current situation regarding the graphic literacy of South African primary school children. The study may contribute to wider international debates about graphicacy as a form of communication and the development of graphic literacy, from a South African perspective.
- Full Text:
- Date Issued: 1998
- Authors: Wilmot, Pamela Dianne
- Date: 1998
- Subjects: School children -- South Africa Visual communication Perception in children Visual literacy Pictures
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1551 , http://hdl.handle.net/10962/d1003433
- Description: Children of today inhabit a multi-dimensional world, and in order to communicate effectively in it, they need the ability to utilise four forms of communication namely, oracy, literacy, numeracy and graphicacy. Communicating in graphic form requires an ability to both encode and decode spatial information using symbols, which requires the utilisation and application of spatial perceptual skills and concepts. The acquisition of graphic skills has been influenced by traditional developmental perspectives; increasingly the assumptions underpinning these have been challenged by more recent international research findings. The draft Curriculum Framework for General and Further Education and Training (1996: 18) identifies graphic literacy as one of the critical outcomes of the new South African curriculum. For graphic literacy to be an achievable outcome of the new curriculum, we need to investigate the skills and concepts underpinning this form of communication. The goal of this research is to investigate graphicacy as a form of communication in South African primary schools. However, given the scope of a research project of this nature, it was decided that rather than dealing with graphicacy per se, pictures as the most frequent and concrete type of graphic communication encountered by young learners would be focused on. In seeking to investigate pictures, the first stage of the study is concerned with diagnosing and illuminating children's graphic skill development through identifying: what skills they use; how they use and apply these when communicating through and interpreting symbols; and the difficulties they experience when, firstly, encoding spatial information through a series of practical and drawing tasks; and secondly, when reading and interpreting pictures. The second stage of the study investigates the extent to which children's early childhood experiences may or may not have impeded or enhanced the acquisition of skills necessary for understanding and communicating about space. The research findings, evaluated according to existing and emerging theoretical perspectives on graphicacy, will help to illuminate the current situation regarding the graphic literacy of South African primary school children. The study may contribute to wider international debates about graphicacy as a form of communication and the development of graphic literacy, from a South African perspective.
- Full Text:
- Date Issued: 1998
Teachers as recontextualisers: a case study analysis of outcomes-based assessment policy implementation in two South African schools
- Authors: Wilmot, Pamela Dianne
- Date: 2006
- Subjects: Competency-based education -- South Africa Competency-based education -- South Africa -- Case studies Educational change -- South Africa Teacher participation in curriculum planning -- South Africa Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1792 , http://hdl.handle.net/10962/d1003677
- Description: The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
- Full Text:
- Date Issued: 2006
- Authors: Wilmot, Pamela Dianne
- Date: 2006
- Subjects: Competency-based education -- South Africa Competency-based education -- South Africa -- Case studies Educational change -- South Africa Teacher participation in curriculum planning -- South Africa Teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1792 , http://hdl.handle.net/10962/d1003677
- Description: The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.
- Full Text:
- Date Issued: 2006
An investigation of the role of a selected out of school time reading programme on learners’ reading behaviours and attitudes
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017
An investigation of the educational aspirations of high school female learners
- Authors: Willemse, Anneley
- Date: 2008
- Subjects: Women -- Education Student aspirations Vocational interests High school students Sex discrimination in education Sex differences in education Teenage girls -- Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1833 , http://hdl.handle.net/10962/d1004301
- Description: Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.
- Full Text:
- Date Issued: 2008
- Authors: Willemse, Anneley
- Date: 2008
- Subjects: Women -- Education Student aspirations Vocational interests High school students Sex discrimination in education Sex differences in education Teenage girls -- Education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1833 , http://hdl.handle.net/10962/d1004301
- Description: Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.
- Full Text:
- Date Issued: 2008
Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools
- Authors: Wilkinson, Warren George
- Date: 1999
- Subjects: Curriculum change Curriculum change -- Case studies Science -- Study and teaching -- South Africa Curriculum planning -- South Africa Education -- South Africa -- Evaluation Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1588 , http://hdl.handle.net/10962/d1003470
- Description: The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
- Full Text:
- Date Issued: 1999
- Authors: Wilkinson, Warren George
- Date: 1999
- Subjects: Curriculum change Curriculum change -- Case studies Science -- Study and teaching -- South Africa Curriculum planning -- South Africa Education -- South Africa -- Evaluation Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1588 , http://hdl.handle.net/10962/d1003470
- Description: The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.
- Full Text:
- Date Issued: 1999
Understanding workplace-based learning contexts to inform curriculum development: the case of a Level 5 Environmental Education, Training and Development Practice Qualification
- Authors: Wigley, Jonathan James
- Date: 2006
- Subjects: South African Qualifications Authority National Qualifications Framework (South Africa) Environmental education -- Study and teaching -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Vocational qualifications -- South Africa Education and state -- South Africa Education -- Standards -- South Africa Education, Higher -- South Africa -- Standards
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1808 , http://hdl.handle.net/10962/d1003694
- Description: This is an interpretive case study that explores the workplace epistemologies and institutional structures of two nested cases within the broader context of the Environmental Education, Training and Development Practices - Level 5 qualification (EETDP qualification) that is registered on the South African National Qualifications Framework. The study provides insights to inform EETDP curriculum development that is enabling of reflexive environmental education and training processes. The study develops an understanding of workplace epistemologies related to environment and education, the structural factors that enable and constrain agency of environmental educators and the role of reflexivity in practice and in education in two nested cases: the agricultural and local government sectors. It draws on findings from workshops, semistructured interviews and document analysis of education materials in these two nested cases. The study notes that there are diverse and seemingly ambiguous understandings of both environment/sustainability and education processes in the two nested cases. This ambiguity seems to relate to environmental education practitioners drawing on different forms of knowledge, including differentiated or theoretical knowledge, and 'common-sense' ways of knowing, in their education practice. The understandings related to theoretical knowledge are, in both nested cases, dominated by scientific or technical understandings where environment is understood in the terms of the natural sciences and education is seen in instrumentalist terms as the transfer of mainly technical environmental knowledge to learners in order to effect behaviour change. The study opens up deeper understandings of the epistemological, socio-cultural and structural features of context, in the two nested cases, that have a bearing on environmental educators. It provides insights into workplace structures that can be both enabling and constraining of agency and notes that the causal power of structures to enable or constrain does not lie only in the structures but also in relation to the intentionality of the environmental education practitioners/agents. The study then examines reflexivity as one of the means through which environmental educators in the nested cases are able to consider appropriate actions or responses to structural constraints or enablements. Based on the insights offered by the research findings, the study makes recommendations for the EETDP curriculum development. It frames these recommendations within an understanding of curriculum as a contextualised social process that involves structural aspects of curriculum such as materials, as well as socio-cultural processes such as learning on the course and in the workplace.
- Full Text:
- Date Issued: 2006
- Authors: Wigley, Jonathan James
- Date: 2006
- Subjects: South African Qualifications Authority National Qualifications Framework (South Africa) Environmental education -- Study and teaching -- South Africa Curriculum planning -- South Africa Competency-based education -- South Africa Vocational qualifications -- South Africa Education and state -- South Africa Education -- Standards -- South Africa Education, Higher -- South Africa -- Standards
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1808 , http://hdl.handle.net/10962/d1003694
- Description: This is an interpretive case study that explores the workplace epistemologies and institutional structures of two nested cases within the broader context of the Environmental Education, Training and Development Practices - Level 5 qualification (EETDP qualification) that is registered on the South African National Qualifications Framework. The study provides insights to inform EETDP curriculum development that is enabling of reflexive environmental education and training processes. The study develops an understanding of workplace epistemologies related to environment and education, the structural factors that enable and constrain agency of environmental educators and the role of reflexivity in practice and in education in two nested cases: the agricultural and local government sectors. It draws on findings from workshops, semistructured interviews and document analysis of education materials in these two nested cases. The study notes that there are diverse and seemingly ambiguous understandings of both environment/sustainability and education processes in the two nested cases. This ambiguity seems to relate to environmental education practitioners drawing on different forms of knowledge, including differentiated or theoretical knowledge, and 'common-sense' ways of knowing, in their education practice. The understandings related to theoretical knowledge are, in both nested cases, dominated by scientific or technical understandings where environment is understood in the terms of the natural sciences and education is seen in instrumentalist terms as the transfer of mainly technical environmental knowledge to learners in order to effect behaviour change. The study opens up deeper understandings of the epistemological, socio-cultural and structural features of context, in the two nested cases, that have a bearing on environmental educators. It provides insights into workplace structures that can be both enabling and constraining of agency and notes that the causal power of structures to enable or constrain does not lie only in the structures but also in relation to the intentionality of the environmental education practitioners/agents. The study then examines reflexivity as one of the means through which environmental educators in the nested cases are able to consider appropriate actions or responses to structural constraints or enablements. Based on the insights offered by the research findings, the study makes recommendations for the EETDP curriculum development. It frames these recommendations within an understanding of curriculum as a contextualised social process that involves structural aspects of curriculum such as materials, as well as socio-cultural processes such as learning on the course and in the workplace.
- Full Text:
- Date Issued: 2006
How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Inclusion and differentiation: an examination of teachers' experience and perspectives in working with difference and learner potential in grade 1 mathematics classrooms in three schools in Grahamstown
- Whittington-Jones, Alexandra
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013
- Authors: Whittington-Jones, Alexandra
- Date: 2013
- Subjects: Gifted children -- Education (Primary) -- Research -- South Africa -- Grahamstown Inclusive education -- Research -- South Africa -- Grahamstown Mainstreaming in education -- Research -- South Africa -- Grahamstown Special education -- Research -- South Africa -- Grahamstown Curriculum planning -- Education (Primary) -- South Africa -- Grahamstown Education, Primary -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1893 , http://hdl.handle.net/10962/d1006088
- Description: In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.
- Full Text:
- Date Issued: 2013